近年來，越來越多教育工作者與學者將桌上遊戲應用於教學現場及教育研究中。許多研究指出，透過桌上遊戲進行學習，有助於提升學習者的學習動機與學習成效。此外，桌上遊戲在規則設計、時間安排及參與人數等方面具有高度彈性，是一種值得深入關注與探討的教學方法。然而，目前針對智能障礙者理財教育的桌上遊戲仍相對稀少。因此，本研究參考市面上結合紙幣運用及物品買賣的桌上遊戲，進行自製開發符合智能障礙者的學習需求，針對遊戲卡牌內容進行調整，並優化遊戲機制，設計出適合智能障礙者學習的理財教育知識桌上遊戲，將其作為教學媒材，進一步探討智能障礙者於學習成效、協作溝通、心流經驗及遊戲接受度的表現。
本研究將三十二位智能障礙者分為兩組，透過研究者自編之理財教育學習測驗之前後測、協作溝通量表、心流經驗量表 FSG與遊戲接受度量表，觀察智能障礙者之學習表現，得到以下研究結果：
一、遊戲式學習能有助提升學習者的學習成效、協作溝通、心流經驗、遊戲接受度。
二、遊戲式學習與傳統講述式教學，兩種教學方式均能為學習者於理財教育知識方面帶來有效的學習成效。
三、遊戲式學習的教學模式有助於促進學習者的進階思考能力。
四、實驗組之智能障礙者的心流經驗、協作溝通、遊戲接受度具有相關性。

In recent years, more and more educators and scholars have been incorporating tabletop games into teaching practices and educational research. Numerous studies have indicated that learning through tabletop games helps to enhance learners' motivation and learning outcomes. Moreover, tabletop games are highly flexible in terms of rule design, time allocation, and the number of participants, making them a teaching method worthy of in-depth exploration and discussion. However, there remains a scarcity of tabletop games designed specifically for financial literacy education targeting individuals with intellectual disabilities.
To address this gap, this study references existing tabletop games that incorporate the use of currency and item trading, developing a custom-designed game tailored to meet the learning needs of individuals with intellectual disabilities. Adjustments were made to the content of game cards, and game mechanics were optimized to design a financial literacy tabletop game suitable for this demographic. The game is used as a teaching material to further explore the learning outcomes, collaborative communication, flow experiences, and game acceptance of individuals with intellectual disabilities.
Thirty-two participants with intellectual disabilities were divided into two groups. Their learning performance was assessed using researcher-developed pre- and post-tests on financial education, a collaborative communication scale, the Flow State Grid (FSG), and a game acceptance scale, the study observed the learning performance of participants with intellectual disabilities, yielding the following results:
1. Game-based learning in the experimental group effectively enhanced learners' learning outcomes, collaborative communication, flow experiences, and game acceptance.
2. Both game-based learning and traditional lecture-based teaching methods were effective in improving learners' financial literacy knowledge.
3. The game-based learning model helps promote learners' advanced thinking abilities.
4. For the experimental group of individuals with intellectual disabilities, their flow experiences, collaborative communication, and game acceptance are interrelated.

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